Teachers in the Twenty-first Century and Challenges of Technological Innovation in Teaching and Learning

In the present-day world, technological innovation is increasing the use of online tools and software. These tools have accelerated among academic institutions and teachers for impacting the student's skills and professional development. This study aims to explore differences between male and female teachers concerning their competencies and abilities for using computers and the internet for career development. The study also aimed to find out the competencies of male and female teachers for probing their influence on preparing students for technology integration in education. 768 teachers were chosen randomly from the public schools in the Asir region, KSA. The gathered data was quantitatively assessed by using SPSS, and which results were presented in descriptive and inferential forms. T-test results confirmed that male teachers' skills in using computers for professional development are minimal because the overall mean was 23.1471. The results reveal that the computer competency level among all teachers was higher for males as compared to females. It also indicates the need for a training program for future female teachers at training colleges as gender differences is indicated in terms of instructions, school technical support, and their future development. However, the findings of the study are specific to one region (Asir), which may not be generalized to other areas of the Kingdom of Saudi  Arabia

Women’s Sense of Belonging in Computer Science Education:The Need for a Collective Response

The gender imbalance in Computing education continues to be concerning, with women hugely underrepresented in the field. Prior research on improving gender equality in the discipline discusses the need to improve women's sense of belonging. However, this has seldom included women's understanding of what a sense of belonging is for them - nor have solutions for fostering belonging been co-created with women. In this paper, we report on the findings of four innovative focus groups with thirteen women, students and staff, in a university Computer Science department - uncovering their experiences of belonging and their proposed solutions to improving it. Through these focus groups, we present the experiences impacting our participants' sense of belonging, alongside our participants' solutions for fostering belonging within Computing. From this, we discuss the need for a collective response to fostering a sense of belonging in Computer Science, specifically through having a collective understanding of the barriers to a sense of belonging, applying a collective of solutions to foster belonging, and taking collective responsibility for improving equality